This term we are exploring wonderful, exotic Vietnam and the amazing features the Vietnamese culture has to offer.
Weeks one and two have seen us navigating the map to find Vietnam and discussing the climate, geographical features and the distinctive main cities of this country.
We worked together to produce a collection of questions we would like to be answered as our learning progresses through out the term.
It would be safe to say, we are all excited to discover the beauty and diversity of yet another Asian country and are eager to understand more about Vietnam’s cultural origins and how we can relate to them!
We have learnt what the symbols of the Vietnamese flag mean: Yellow- for the Vietnamese people, Red- revolution, blood and life. The 5 point star is to represent the 5 social classes of Vietnam: The intellectuals, the farmers, the workers, the traders and the soldiers. We then made our own flags to consolidate our learning.
The children discussed and asked some insightful and interesting questions to focus their learning about Vietnam.
In this activity, groups chose images of Vietnam to orient and write follow-up questions. This imagery, combined with youtube clips on Vietnam provided a great way for us to view the diversity within Vietnam then compare/contrast with Australia.
The Year 4-6 classes completed the “K” (what I Know) and “W” (What I Would like to learn) sections of their KWL charts to help them focus on what interests them about Vietnam and to guide and motivate their learning this term. There were some very insightful and thought provoking questions! A fantastic effort!
The journey continues…
This fortnight the students are learning about Indonesian mask art and watched u tube clips about Wayung puppetry.
Javanese and Balinese dances are historically based in epic love stories, classical stories of heroes and monsters, tales of Gods and momentous events, with some stories dating back to the 11th century!
Some Balinese masks are considered sacred and are to be treated with great respect. Many Indonesian masks are used in Dance and Drama performances The word for mask is “Topeng” . These masks are usually made of wood then painted in with colours and designs.
We have made some amazing “Topeng” this fortnight!
Displaying Batik print fabrics and Balinese sarongs to inspire our art.
Indonesian Dance is full of intricate hand and body movements.
Discovering the history and background knowledge of some Balinese masks.
Creating our “Topeng”
This fortnight in cultural studies we have had the great pleasure of delving into the delicious and mouthwatering diversity of Indonesian food!
We discovered the different types of satay dishes, with a variety of sauces, such as candle nut and sweet soy along with the well known peanut!
The students were fascinated with the many ways banana leaves are featured in Indonesian cooking. Banana leaves are used to wrap and steam and boil meat and rice as well as a decoration and also used as a plate for many dishes.
We had a close look at the map of Indonesia and which islands the various foods are known to have originated from.
What deliciously fascinating learning!
The year 1-3 students compared their daily meals with those of Indonesia and wrote about what they found was most fascinating to them.
We have been reading the paper and the news on Indonesia including topics such as: politics, wildlife, culture, people and history.
The year 4-6 classes completed an activity comparing the similarities and difference with Australian foods.
We have been reading the paper and the news on Indonesia as well as topics such as: politics, wildlife, culture, people and history.
For our final Term this year, we are studying Indonesia!
Its very exciting for many of our students as anyone who has been to Bali has visited Indonesia and many of our families here at St Emilie’s have found Bali to be a great place for a family break.
Indonesia is one of our closest Asian neighbours and important as one of Australia’s trade partners. In turn we are just as influential to Indonesia’s tourism industry.
Here are some highlights of our fortnights learning:
Learning greetings and speaking indonesian to one another.We practised the words”Halo”- which means Hello, and “Sampai Jumpa” which means See you later.
It was a great discovery to the year 1 and 2 classes that Indonesia is made up of many different islands and we found out where Bali is in Indonesia, and that the capital city is Jakarta.
Here we are learning the numbers 1-10 is Indonesian. Our clever year 4-6 classes could read out their phone numbers to partners by the end of the lesson!
This fortnight we are learning about the different foods in China, from Sichuan in the west, Beijing in the north, Fujian in the east, Hunan in Central China and Canton in the south.The children were surprised at the rich variation in the different foods in China!
This brought up some excellent questions from the students and developed the understanding that many differences and variations occur within cultures that are distinctive to their geographical position, their closeness to other countries and that even within cultures, there are distinctions that make us unique!
Discussing the many different types of cooking styles within China!
Teaching each other how to use chopsticks! Some of out students have never used them before!
Games with chopsticks! We became very good at using them!
Our Year one classes read a book about Chinese feasts and customs on New Years Day in China!
Learning about the Great Wall of China, we viewed a U-tube clip on its history and where it is in China and learnt an interesting fact: The Great Wall was built by Emperor Chin, who the country “China” was named after!
Team chopsticks challenge games!
In the last two weeks students at St Emilie’s have been exploring Chinese Folktales and traditional art and creative expression.
The Year 1,2 & 3 classes have viewed the you-tube clip animation of the 10 suns and reviewed the story with a rating and recreation drawing of their favourite scene. The year 2 & 3 classes, have written a retell of the story and a review of their favourite aspect of the story.
The year 4,5,& 6 classes have viewed the award winning animation of “The Legend of Shangri-la” and they were asked to write about what distinctive cultural aspects they discovered. They were then invited to describe the feelings and emotions that the incredible art work and creativity the story narration and historical features evoked within them.
Our Year 6 students were able to describe many ways diversity within cultures presents opportunities for new experiences and understandings. Their ability to develop empathy for and describe how the use of words, imagery and colour in interactions could have a variety of meanings for various cultural groups, was a key learning point.
Drawing of the illustrations seen in the animation “the 10 suns”
The year 1,2,&3 children rated their favourite part of the folktale “the ten suns” .
A beautiful scene from the story “The legend of Shangri-La” viewed buy the year 4,5 & 6 classes this week.
One of the descriptive reflections on the learning and cultural understandings explored and discussed from the students point of view when viewing “Shangri-la”
In weeks one and two of this term, the children have been exploring the wonderful language of China – Chinese, and ‘having a go’ at writing characters and greeting one another!
As always, the children have shown great curiosity and respect for learning about a new culture and the challenges it poses to make the links between our cultural backgrounds in Australia and that of our focus country for the term.
We look forward to a learning packed term full of discovery and creativity as we learn about the fascinating traditions, arts,history,foods, belief and cultural systems that make China so unique and fascinating.
Reading and writing Chinese numbers…we noticed the characters were written the same as Japanese numbers but they sounded differently in Chinese.
Reading in Chinese is challenging!
The year 3 classes traced Chinese letters and we had to remember the correct stroke order to get the formation of the character right!
Here we were “air writing” to help us remember the writing stroke order of the characters.
Writing Ni Hao (hello) in Chinese.